Memory has long been ignored by rhetoricians because the written word has made memorization virtually obsolete. Recently however, as part of a revival of interest in classical rhetoric, scholars have begun to realize that memory offers vast possibilities for today's writers. Synthesizing research from rhetoric, psychology, philosophy, and literary and composition studies, this volume brings together many historical and contemporary theories of memory. Yet its focus is clear: memory is a generator of knowledge and a creative force which deserves attention at the beginning of and throughout the writing process.
This volume emphasizes the importance of recognizing memory's powers in an age in which mass media influence us all and electronic communication changes the way we think and write. It also addresses the importance of the individual memory and voice in an age which promotes conformity. Written in a strong, lively personal manner, the book covers a great deal of scholarly material. It is never overbearing, and the extensive bibliography offers rich vistas for further study.

Completely revised and updated in a second edition, this volume represents the only book ever written that analyzes sports writing and presents it as "exceptional" writing. Other books discuss sports writers as "beat reporters" in one area of journalism, whereas this book shows aspiring sports writers a myriad of techniques to make their writing stand out. It takes the reader through the entire process of sports writing: observation, interviewing techniques, and various structures of articles; types of "leads;" transitions within an article; types of endings; use of statistics; do's and don'ts of sports writing; and many other style and technique points. This text provides over 100 examples of leads drawn from newspapers and magazines throughout the country, and also offers up-to-date examples of sports jargon from virtually every major and minor sport played in the U.S.

This volume explores adult work-world writing issues from the perspectives of five seasoned professionals who have logged hundreds of hours working with adults on complicated written communication problems. It examines the gap between school-world instructional practices and real-world problems and situations. After describing the five major economic sectors which are writing intensive, the text suggests curricular reforms which might better prepare college-educated writers for these worlds. Because the volume is based on the extensive work-world experiences of the authors, it offers numerous examples of real-world writing problems and strategies which illustrate concretely what goes wrong and what needs to be done about it.

Academic Writing is emerging as a distinct subject for teaching and research in higher education in the UK and elsewhere. Teaching Academic Writing in UK Higher Education introduces this growing field and is a resource for university teachers, researchers and administrators interested in developing students' writing. The book highlights a lively transnational culture of teaching and research in Academic Writing, and will have both immediate and lasting influence on how university writing programmes and initiatives are shaped in the years ahead.

First Published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.

First Published in 1987. Routledge is an imprint of Taylor & Francis, an informa company.

This new collection of essays bring together the best of Elbow's writing since the publication of Embracing Contraries in 1987. The volume includes sections on voice, the experience of writing, teaching, and evaluation. Implicit throughout is Elbow's commitment to humanizing the profession, and his continued emphasis on the importance of binary thinking and nonadversarial argument. The result is a compendium of a master teacher's thoughts on the relation between good pedagogy and good writing; it is sure to be of interest to all professional teachers of writing, and will be a valuable book for use in graduate composition courses.

This work describes and analyzes the authors' study of collaborative technical writing in an institutional setting - that of a group of nurses composing the writing of a hospital-based nursing project. This study seeks to provide the context for the authors to draw conclusions on: writing in a collaborative group; the role of discourse in constructing the social dynamics of community groups; and on institutional authorship for virtual audiences.

Exploring research and pedagogy on second language writing, this volume focuses on issues concerning policy decisions affecting foreign students.